Perceptions of Pre-Service Teachers Regarding the Model Eliciting Activities

Authors

  • Yasemin Saglam Kaya Hacettepe University, Faculty of Education, Department of Mathematics and Science Education, Beytepe, Ankara, Turkey

DOI:

https://doi.org/10.52634/mier/2021/v11/i2/1988

Keywords:

Mathematical Modelling, Modelling Principles, Model Eliciting Activities, Pre service Teachers

Abstract

This study aims to examine the perceptions of pre-service mathematics teachers about mathematical modelling activities. Participants of the study comprised 23 pre-service mathematics teachers who undertook a course on mathematical modelling. A 12-hour mathematical modelling course revealed the perceptions of participants. After it, the participants found/developed a modelling problem and explained why they evaluated it as a model eliciting activity (MEA). MEA found/developed by participants were examined by taking the principles of developing MEA into consideration. Results showed that many participants considered having more than one solution, the principle based on real-life context, and suitability for group work for MEA. The participants did not focus on the model documentation principle. Based on this result, faculty members can help pre-service teachers by using activities that can be considered appropriate for this principle in modelling education.

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Published

2021-11-19

How to Cite

Saglam Kaya, Y. (2021). Perceptions of Pre-Service Teachers Regarding the Model Eliciting Activities. MIER Journal of Educational Studies Trends and Practices, 11(2), 180–199. https://doi.org/10.52634/mier/2021/v11/i2/1988

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